It was a challenge to think about my level of intervention or interference in this process. When strange uses were made of materials, I felt that I should bite my tongue and only offer suggestions when the groups felt they needed guidance.
Otherwise I monitored and asked questions and tried not to solve problems. I felt that the groups needed to find their way through the design and build process.

I like it when the work goes in an unexpected direction. The class is not full of puppets for me to manipulate remotely and if I want to do something differently I need to build my own set.

The group had caught the scent and as soon as they got the word, they were off. From this point it was almost impossible to catch their attention or pause them for reflection and advice didn't seem to be absorbed. They approached the task with total excitement and became absolutely lost in the activity.

The class were split into groups and asked to create a poem together, looking at all the things they has in common with each other. They then performed the poem back to the rest of the class. Al of this was done in quite a short time to keep them focussed.

One of the poems was a list that repeated the first line, added a second, repeated the first and second line, added a third line, etc. It was really interesting to hear them say the poems and note the different performance styles from each group. Here is one of the poems.

We all play instruments.

Well. . . . . . hmmm i have no idea how to start but, here i go.

The Butler Gallery's Solas programme has been offering a programme for children between the ages of 5 - 12 to look at, talk about and respond practically to exhibitions at the Gallery including its Permanent Collection over its 10 years of existence.

A major way we are marking this is by working with Kids' Own and children who have experienced the Solas programme, to capture the learning that takes place in the Gallery and widen this out to a broader audience by developing a tool for looking at art (in particular modern and contemporary art!) in galleries and museums.

"You've made me a better artist and helped me explore nature."
Quoted by permission from Robyn.

These are most important amongst the reasons as to why I work as an artist with other people. Thank you for communicating this Robyn

Once the clay models had dried the children discussed with Ann how best to paint them. We decided that a base coat was needed before the top coat. This base coat would probably be a lighter colour than the finished coat would be. Once again the children were using their mixing skills to achieve the colours needed.

My favourite thing about our artist link is talking to Ann using the computer - Amy

I loved writing the poems and thinking about how much we are the same - Adam

How cool was it to be able to draw on the playground at school with chalk and not get shouted at!! - Jay

Sometimes Ann gets us to do short exercises which don't take long. For our last day on the theme of Myself we did group poetry - Ellen

Working with Ann is such fun - Daniel and Polly

testing Mrs Wilson's blog spot

test